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All Journal DINAMIKA: Jurnal Kajian Pendidikan dan Keislaman Al'Adalah Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Imad Syauqi
Universitas KH. A. Wahab Hasbullah
Religion Humanities Education Social Sciences

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Beyond Technocracy: A Sufi-Maqasid Epistemological Synthesis for the Kurikulum Berbasis Cinta (KBC) in Islamic Education M Isroul Laili; Ahmad Burhan Jazuli; Muhammad Fodhil; Moh Saiful Mustofa; Luthfi; Ahmad Thohir; Imad Syauqi
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.118

Abstract

The accelerating dominance of technocratic rationality and performative accountability within contemporary education has generated profound concern regarding the erosion of spirituality, ethical consciousness, and holistic human formation in Islamic educational institutions. Although the Indonesian Ministry of Religious Affairs introduced the Kurikulum Berbasis Cinta (KBC) as a transformative curriculum initiative intended to restore compassion, relationality, and human-centered learning, the curriculum remains epistemologically fragile due to the absence of a coherent philosophical framework integrating spirituality, ethics, cognition, and transformative pedagogy. Addressing this gap, the present study develops a Sufi-Maqasid Epistemological Synthesis Model (SM-ESM) as a post-technocratic curriculum architecture for contemporary Islamic education. Employing a qualitative conceptual-hermeneutic design grounded in critical Islamic educational philosophy, the study analysed classical Islamic texts, contemporary scholarly literature, and official KBC policy documents through purposive and criterion-based selection. The findings reveal that the integration of Sufi epistemology and Maqasid al-Shariah systems thinking reconstructs the epistemological foundations of Islamic curriculum discourse by positioning love not merely as an affective value, but as an ontological, ethical, and pedagogical principle governing knowledge, human flourishing, and educational purpose. The study further demonstrates that the tri-yaqin epistemological ascent fundamentally redefines Higher Order Thinking Skills (HOTS) through the integration of conceptual understanding, reflective awareness, and ethical-spiritual embodiment oriented toward ihsan-consciousness. Moreover, the alignment between the Panca Cinta principles and Maqasid al-Shariah establishes a coherent teleological framework capable of resisting reductionist educational instrumentalism while strengthening transformative pedagogy, ecological responsibility, and relational ethics. Ultimately, this study positions Islamic educational philosophy as a globally relevant alternative paradigm for reconstructing spiritually grounded, human-centered, and ethically transformative education within an increasingly performative post-technocratic world.
HUMANITARIAN TURN IN CONTEMPORARY ISLAMIC STUDIES: A REFLECTION OF ALI ZAIN AL-JUFRI’S THOUGHT ON RELIGIOUS MODERATION Imad Syauqi; Wawan
Al'Adalah Vol. 26 No. 1 (2023)
Publisher : UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/aladalah.v26i1.364

Abstract

This research aims to examine Ali Zain al-Jufri's religious moderation. Through his work, al-Insaniyya qabla al-Tadayyun (Humanity before Religiosity), al-Jufri responds to the religious forms of Muslims in several parts of the world. By focusing on this work, the researchers thoroughly explore al-Jufri's thoughts regarding religious moderation. Why is this work relevant for study? Apart from the fact that no previous research has examined al-Jufri's work, this work is increasingly relevant to study if we reflect on current sociological facts. Much violence occurs in the name of religion. Those behaviors are nothing more than forms of interpretation, which are then considered the voice of God. At least, al-Jufri's work is one way out as an oasis to these problems. The method used in this research is a review-based qualitative method that focuses on examining al-Jufri's work. This research is classified as library research. In the end, this research concluded that there are three significant values of al-Jufri's religious moderation, including the command to speak good words (Surah al-Baqarah [2]: 83), the prohibition on killing fellow humans (Surah al-Ma'idah [3]: 32), and the order to uphold justice on earth (Surah al-Nisa [5]: 135). Therefore, al-Jufri distinguished religion and religiosity. Humanity, for him, is above religiosity, not religion.
A Textual and Contextual Examination of Social Inclusiveness and Education in Q. 'Abasa (80): 1-10 Irwan Ahmad Akbar; Imad Syauqi
DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman Vol. 10 No. 2 (2025): Dinamika
Publisher : LPPM Universitas KH. A. Wahab Hasbullah, Jombang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/dinamika.v10i2.5143

Abstract

This research explores the educational values within Surah ‘Abasa (80):1-10 through the lens of classical and modern Tafsir, aiming to uncover its relevance to Islamic pedagogical principles. The study employs a qualitative methodology, utilizing primary Tafsir sources such as Tafsir al-Thabari, Tafsir al-Qurthubi, and Tafsir al-Misbah to provide a comprehensive analysis of the text. The findings reveal that Q. 80:1-10 emphasizes non-discrimination in education, advocating for equal treatment of all students, regardless of their physical abilities or social backgrounds. It promotes the philosophy of universal education, stressing education as both a right and a duty. The study underscores the principle of non-segregation and suggests that obstacles to education are more influenced by external factors than intrinsic limitations. The implications of these findings suggest a need for inclusive educational policies and practices that ensure equitable access to learning for all students. This research contributes to the discourse on Islamic education by highlighting the significance of inclusivity and fairness as foundational elements of educational frameworks in Muslim societies, particularly Indonesia.
Co-Authors Ahmad Burhan Jazuli Ahmad Thohir Irwan Ahmad Akbar Luthfi M Isroul Laili Moh Saiful Mustofa Muhammad Fodhil Wawan